RESEARCH: THE FORMATION OF ENGINEERS IN THE RESEARCH LAB: A COGNITIVE ETHNOGRAPHIC STUDY
研究:研究实验室工程师的形成:一项认知民族志研究
基本信息
- 批准号:2325099
- 负责人:
- 金额:$ 35万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2023
- 资助国家:美国
- 起止时间:2023-01-01 至 2024-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
For engineering and science students at all levels, experience working in an actual research laboratory is increasingly regarded as an essential part of their education. Authentic research experiences, as opposed to laboratory courses that simulate set experiments, are favored because they expose students to the real practices of science and engineering. This exposure reinforces the knowledge and understanding students gain in their formal coursework. However, this movement raises a number of critical questions. How much is known about whether, how, and why authentic research experiences contribute to the students? learning? What are the learning outcomes of authentic research experiences? How does learning and professionalization unfold in the lab? What are the problems or dysfunctions that can arise? How do research experiences increase educational opportunities or inequities? Previous studies have focused primarily on formal laboratory simulation courses. Few studies of actual research labs have focused on the details of the learning process. This study addresses a gap in the research on engineering education and professional formation by examining the processes of learning and professionalization as they play out in detail in a single engineering research lab. The researchers collect detailed, qualitative data on the inner workings of the laboratory, in order to understand the role of learning and professionalization in the laboratory culture. This research traces the fine details of the learning process in specific practices and moments of learning. The approach is a useful precursor to designing more valid quantitative investigations of student learning; it also plays an important role in identifying myths and misconceptions about the learning process that can impede engineering education efforts. This study will impact fields including cognitive science and science and technology studies by extending the methods and theories for studying learning and development in complex, social spaces in rich, qualitative, situated detail. This research will specifically include a focus on the relationship between authentic research experiences and educational equity, to trace ways in which such research experiences might combat or contribute to existing inequities. The methodological approach of our study is cognitive ethnography, based in the theoretical frameworks of situated learning and distributed cognition. Researchers will use general and cognitive ethnography to understand the culture of the laboratory, trace the processes by which students become enculturated into that laboratory, how they learn to participate in the cognitive activities of the lab, and how this impacts their professional formation. This study provides a crucial foundation for comparative and hypothesis-driven explorations of student learning in authentic research experiences. In particular, in-depth, situated, qualitative, process-focused research can guide hypothesis-driven or quantitative research to be more ecologically valid. This study will contribute to the field of engineering and science education, and learning sciences more generally, by addressing the gaps in those fields about the details of the learning process in authentic research experiences, as well as directly and indirectly informing science and education research and practices. As this project extends the range of work using methods of cognitive ethnography and the theories of situated learning and distributed cognition, this study will also provide advance knowledge and research methods in the fields of cognitive science and science and technology studies, where such approaches play an important role. This research will both directly guide improvements to local and global pedagogical practices, and indirectly improve it through providing a firmer foundation for future pedagogical research.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
对于所有级别的工程和理科学生来说,在实际研究实验室工作的经历越来越被视为他们教育的重要组成部分。与模拟设定实验的实验室课程相比,真实的研究体验更受欢迎,因为它们让学生接触到科学和工程的真实实践。这种接触加强了学生在正规课程中获得的知识和理解。然而,这场运动提出了一些关键问题。关于真实的研究经验是否、如何以及为什么对学生有帮助,我们知道多少?学习?真实研究体验的学习结果是什么?学习和职业化是如何在实验室中展开的?可能出现的问题或功能障碍是什么?研究经验如何增加教育机会或不平等?以前的研究主要集中在正规的实验室模拟课程上。对实际研究实验室的研究很少关注学习过程的细节。这项研究解决了工程教育和专业形成研究中的一个空白,通过考察学习和职业化的过程,因为它们在一个工程研究实验室中发挥了详细的作用。研究人员收集关于实验室内部运作的详细、定性的数据,以了解学习和职业化在实验室文化中的作用。这项研究追溯了学习过程中具体实践和学习时刻的细节。这种方法是设计更有效的学生学习量化调查的有用先导;它也在识别可能阻碍工程教育努力的关于学习过程的神话和误解方面发挥着重要作用。这项研究将通过丰富的、定性的、情境的细节扩展研究复杂的、社会空间中的学习和发展的方法和理论,对包括认知科学和科学技术研究在内的领域产生影响。这项研究将具体包括关注真实的研究经验和教育公平之间的关系,以追踪这种研究经验可能消除或促进现有不平等的方式。我们的研究方法是认知民族志,以情境学习和分布式认知的理论框架为基础。研究人员将使用一般和认知民族志来了解实验室的文化,追踪学生融入实验室的过程,他们如何学习参与实验室的认知活动,以及这如何影响他们的专业形成。本研究为在真实的研究体验中对学生的学习进行比较和假设驱动的探索提供了重要的基础。特别是,深入的、情境的、定性的、以过程为重点的研究可以引导假设驱动的或定量的研究变得更加生态有效。这项研究将有助于工程和科学教育领域,以及更广泛的学习科学领域,解决这些领域在真实研究经验中关于学习过程细节的空白,并直接和间接地为科学和教育研究和实践提供信息。随着这一项目使用认知民族志方法以及情境学习和分布式认知理论扩大工作范围,本研究还将提供认知科学和科学技术研究领域的先进知识和研究方法,这些方法在这些领域发挥着重要作用。这项研究将直接指导改进当地和全球的教学实践,并通过为未来的教学研究提供更坚实的基础来间接改进。该奖项反映了NSF的法定使命,并通过使用基金会的智力优势和更广泛的影响审查标准进行评估,被认为值得支持。
项目成果
期刊论文数量(1)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Work in Progress: Student Learning Experiences in the Research Lab: Qualitative Analysis of Two Types of Leadership-Mentorship Style
正在进行的工作:研究实验室中的学生学习经历:两种领导指导风格的定性分析
- DOI:
- 发表时间:2023
- 期刊:
- 影响因子:0
- 作者:Grohman, Magdalena G.;Brown, Matthew;Gans, Nicholas;Edwards, Jeffrey
- 通讯作者:Edwards, Jeffrey
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Magdalena Grohman其他文献
Teaching for Creativity: How to Shape Creative Attitudes in Teachers and in Students
创造力教学:如何塑造教师和学生的创造力态度
- DOI:
10.1007/978-1-4614-5185-3_2 - 发表时间:
2013 - 期刊:
- 影响因子:0
- 作者:
Magdalena Grohman;Krzysztof J. Szmidt - 通讯作者:
Krzysztof J. Szmidt
The Roles of Implicit Understanding of Engineering Ethics in Student Teams’ Discussion
工程伦理的内隐理解在学生团队讨论中的作用
- DOI:
- 发表时间:
2016 - 期刊:
- 影响因子:3.7
- 作者:
E. Lee;Magdalena Grohman;Nicholas R. Gans;M. Tacca;Matthew J. Brown - 通讯作者:
Matthew J. Brown
Engineering Ethics as an Expert Guided and Socially Situated Activity
工程伦理作为专家指导和社会定位的活动
- DOI:
- 发表时间:
2017 - 期刊:
- 影响因子:0
- 作者:
Magdalena Grohman;E. Lee;M. Tacca;Matthew J. Brown - 通讯作者:
Matthew J. Brown
Ethics as a rare bird: a challenge for situated studies of ethics in the engineering lab
伦理如珍稀鸟类:工程实验室伦理学情境研究的挑战
- DOI:
10.1080/23299460.2019.1605823 - 发表时间:
2019 - 期刊:
- 影响因子:3.9
- 作者:
E. Lee;Nicholas R. Gans;Magdalena Grohman;Matthew J. Brown - 通讯作者:
Matthew J. Brown
Magdalena Grohman的其他文献
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{{ truncateString('Magdalena Grohman', 18)}}的其他基金
RESEARCH: THE FORMATION OF ENGINEERS IN THE RESEARCH LAB: A COGNITIVE ETHNOGRAPHIC STUDY
研究:研究实验室工程师的形成:一项认知民族志研究
- 批准号:
1902072 - 财政年份:2019
- 资助金额:
$ 35万 - 项目类别:
Standard Grant
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